Spring = High Rates of Violence

B & W Flower

Earlier in the week, I wrote about the increase in suicides during spring months. We also need to be increasingly mindful of indicators of potential violence at this time of year.

Spring = Higher Rates of Violence

In my research, I found a total of 96 confirmed injuries or deaths by shooting or stabbing in secondary and post-secondary schools during the months of April and May in the U.S. Of course, we want to be vigilant at all times, but even more so during this time of year. Whether the factors responsible for these high springtime rates parallel those involved in increased spring rates of suicide is unclear. Further research may help to clarify what role, if any, is played by springtime weather, social, and biological factors in these high rates.

Below is a list of April and May dates that have been host to the tragedy of a school shooting (it may not be exhaustive). Some of the incidents have included suicide of the perpetrator. Because individuals who are contemplating an act of targeted violence often identify with, and wish to emulate, previous attackers, these dates may be significant to a given individual. It is a time to be particularly vigilant, especially with persons of concern.

April 2, 1867, 1921, 2012
April 5, 1975
April 6, 1904, 1918
April 7, 1977, 1982
April 9, 1891, 1952, 2014
April 10, 1996
April 11, 2014
April 12, 1919, 1982, 1887, 1994, 2013
April 13, 2015
April 15, 1908, 1993
April 16, 1974, 1987, 1999, 2007, 2013
April 17, 1981, 1956, 1984
April 18, 1918, 2013
April 20, 1984, 1961, 1999
April 21, 2014
April 23, 1991
April 24, 1890, 1998, 2003
April 25, 1950
April 26, 1978, 2009
April 27, 1936, 1966
April 29, 1920
April 30, 1866
May 1, 1920, 1992 (2), 1958
May 4, 1956, 1970, 2014
May 5, 2014
May 6, 1930, 1940
May 7, 1935, 2004
May 8 2014
May 9, 2003
May 13, 1969
May 14, 1992 (2), 2013, 2014
May 15, 1920, 1954, 1970
May 16, 1986
May 17, 1889, 1984, 2001
May 18, 1906, 1927, 1979, 2009 (2)
May 19, 1998, 1936
May 20, 1988, 1999
May 21, 1998
May 22, 1930, 1968
May 23, 1940, 2011, 2014
May 24, 1878, 1879, 1979, 1993, 1998,
May 26, 1994, 2000, 2012
May 28,1931

In addition, both the Oklahoma City Bombing and the Boston Marathon Bombing occurred during the spring, on April 19, 1995 and April 15, 2013, respectively.

I would not suggest that you disseminate this information to students or parents but I do recommend reminding all staff and parents that this is a time of year to increase vigilance regarding signs of both suicide and violence.

Threat Assessment Explained

TA Explained

When concerns about an individual’s words or behavior indicate that he or she may pose a danger to others, someone in your school district will be asked to judge whether the person does indeed pose a risk of violence.

Because this is a high-stakes assessment, school districts are advised to assess as a team rather than rely on one or two individuals to make the assessment. Violence threat assessment is a solid method for making this guided professional judgment. It is required of pre-K – 12 schools in the states of Virginia and Connecticut.

Threat Assessment Explained

The practice of violence threat assessment differs from the types of assessment used by forensic mental health professionals to determine the level of risk posed by an individual. Those practices, while effective with individuals, are not necessarily the best tools to prevent the type of targeted violence that occurs in school attacks. Violence threat assessment is designed not to predict, but to prevent violence. The focus is on four things: keeping everyone safe, preventing violence, solving the problem or grievance of the person of concern and getting help for the concerning individual. When we do this, we interrupt the pathway toward violence and change the outcome.

School threat assessment teams should be comprised of one or two building administrators, a school psychologist, social worker, school counselor, school resource officer, school nurse, and mental health professional. Team members need specialized training in the concepts, procedures, and tools used to conduct a threat assessment. While most of the professionals on the team will have a solid knowledge of suicide and violence indicators, a threat assessment views the warning signs of violence somewhat differently, and takes into consideration a number of additional variables and dynamics that have been associated with targeted violence. It is through the study of past incidents and attackers that we are now able to identify concerning behaviors and intervene before an incident occurs.

Threat assessment team training includes an in-depth look at violence risk factors, warning signs, threats, inhibitors, triggers, and the pathway to violence. Participants learn to distinguish between making a threat and posing a threat and between “howling” and “hunting” behavior. They learn that the troubling behavior and words of a concerning person are considered “leakage” of intent, and will commonly be seen and heard up to several years before an attack. They are indicators of a preoccupation with planning and preparation for violence.

A team approach to violence threat assessment is vital because it allows us to gather data from a number of sources and put it together like a puzzle. It is only after this has been done that we can feel confident in our assessment. School districts must have in place a reporting system and assessment team that follows up. Without this communication system in place, each potential red flag appears to be an isolated incident. As a result, we may not give the individual or potential threat the attention that is warranted. When we communicate, a picture begins to emerge that will cause us to either feel less concern, or more concern, about an individual and his/her movement toward violence. That picture will dictate our next steps and actions.

It is important that all other school staff members receive training in observable warning signs and the school’s specific process for communicating and investigating concerns. These staff members work with students every day and are in a position to notice and report red flags as soon as they see them.

Violence threat assessment is an ever-evolving practice. The model we use in schools is also the model used by the U.S. Secret Service and the FBI to assess threats. While no tool is 100% accurate or perfect, it is the best tool we have at this time. When schools put this practice into place, they can begin to breathe a little easier, knowing they are doing everything they can to prevent violence and harm to the school community.

Strike a pose! (with your gun)

Strike a pose with your gun

Huffington Post recently reported that students attending one Nebraska high school will now be able to pose with their guns in senior portraits to be published in their school yearbook. The reasoning is that hunting and other firearms-related sports are a big part of the community and students should be allowed to pose with an object related to their sport or hobby.

Students will not be allowed to point the gun at the camera or brandish the weapon. Photos must be “tasteful”. The school board voted 6-0 to approve the policy change.

Nebraska prohibits guns on school property, yet allows them in their yearbook. Does this condone the use of weapons by teens? Does it model behavior considered inappropriate for a school setting? I’d love to hear your thoughts.  You can email me here.

Knives – the new weapon of choice?

knives - the new weapon of choice?

Suddenly, we are reading and hearing about knife attacks in our schools. While the use of knives to perpetrate violence is not new, this type of violence seems to have jumped onto our radar all at once.

My first thought was, “if there is going to be violence in schools, surely the use of knives can’t inflict the degree of damage that a gun-wielding perpetrator can.”

Or, can it?

I did some research and was stunned to learn that knife wounds to any part of the body can result in rapid loss of consciousness and death. Not only do we need to be concerned about wounds that target the body’s core and internal organs, the reality is that a cut to an arm or leg can sever or injure an artery resulting in grave damage. It would behoove all of us to learn more about how to defend ourselves against this type of injury.

“Seems like every other day, lately…..”

preventing school violenceLately, I’ve heard people talking about the stream of shootings on college campuses and in public places. Yes, it does seem like it happens frequently. Or, are we just becoming more aware of it? Probably, a little of both.

When I think about this, I feel outraged, saddened and sometimes helpless. Then, I remember what my work is all about. I know that there are some things we can control and some we can’t. When it comes to preventing school violence, we can control at least three things:

  1. We can create an environment that is welcoming and supportive to all who spend time in it. This means taking an honest and difficult look at the realities of our school climate, from the perspective of the students.
  2. We can learn about the warning signs of violence, suicide and other destructive behaviors and make sure our entire staff knows them.
  3. We can develop a process for identifying and assessing students, staff, parents and visitors that exhibit behaviors of concern, and follow up with intervention.

Of course, we’ll never be able to control or stop everything that the complexities of human behavior will bring our way. But we can ensure a safer environment for everyone in our schools by getting these three things right.

Preventing School Violence – Are you paying attention to the right things?

Preventing School Violence

You work hard at preventing school violence. But, are you paying attention to the right things?

You have a crisis and safety plan in place.

You’ve addressed your physical site vulnerabilities.

You’ve trained your students and staff on response protocols.

But, have you taken a good look at your school climate, from the perspective of your students?  School bonding and sense of belonging are critical elements of school violence prevention.

Consider this:  Students who have a positive attachment to school are not likely to attack fellow students or staff members when they are troubled.  Students who have experienced a sense of alienation from their peers or a lack of acceptance by school staff may be more likely to do so.

If you’re ready to assess your school climate, you can find a list of valid and reliable surveys right here.